Reliability and validity aspects of the Student Developmental Task Inventory-2nd Ed. (SDTI-2) are reported, including test-retest correlations, internal consistency, task-subtask correlations, social desirability effects, and sex differences in responses. (Author/ABB)

The stability of personality types as assessed by a person's major field at graduation and by high-point VPI code as an employed adult is demonstrated for intervals of 10 to 35 years for 884 men and women. The concurrent validity of the VPI for employed adults is also substantial. (Author)

Investigated sex differences in the factor structure of the Student Developmental Task Inventory, second edition, (STDI-2) in a sample of 319 college students attending fall orientation. Factor analysis showed substantive differences with only minor overlaps in the factors. Questions the validity and reliability of the SDTI-2 and appropriatness of…

Administered the Academic Motivation Scale to three successive classes of college freshmen (N=944). Results indicated the Academic Motivation Scale's reliability was more than adequate for research use and significantly related to validity criteria reflecting motivation for academic work. (JAC)

Describes the initial validation of a new instrument and comprehensive rating manual designed to enhance the accuracy of measurement of the Perry scheme. (Author)

College students took the Strong-Campbell Interest Inventory (SCII) during freshman orientation. Follow-up data were obtained in their senior year. Comparisons between congruent and incongruent students suggested that congruent students were more satisfied and differentiated than incongruent students, and they perceived themselves to be more…

Administered a self-report scale of social propensity for identification of persons prone to adjustment difficulties in college to three successive freshmen classes before matriculation. Results showed significant relationships with a number of indices of social adjustment in college. Includes all items used on the Social Propensity Scale.…

CLEP has been criticized for recommending cut-off scores so low that students who do not deserve credit are receiving credit, "the great credit giveaway." Investigation of the CLEP Examination in General Psychology suggests that the ETS recommended cut-off scores for college credit on this test may be too high. (Author)

Predictability of GPA of college students who successfully appealed admission denial was evaluated by a reciprocal averages technique. Index scores for these high-risk students obtained from 5 of 23 variables correlated significantly with GPA in developmental and cross-validation samples. A trial use of the index to screen in applicants was…

Summarizes reliability and validity studies reported about the Student Developmental Task Inventory, second edition (SDTI-2), an objective assessment instrument based on Chickering's theory of psychosocial development described in Education and Identity. Outlines other findings related to differences in psychosocial development. (Author/ABB)

A student development instrument, the Scale of Intellectual Development (SID), designed to measure a model of cognitive development. Validated the instrument with a sample of college freshmen (N=3,321). Results suggest that the SID has promise as a student development instrument; however, additional validation evidence needs to be collected. (RC)

Presents the drastic effects that selection on several variables can sometimes have on the validity of predictor variables. Discusses practical implications of correcting correlations for selection effects and reporting results of validity studies. (Author)

Sex-restrictive and sex-balanced interest scores obtained before college were compared for college seniors using the Holland interest/personality types as criteria. Results suggest that sex-balanced interest scores are more valid than sex-restrictive scores across four years of college. Implications for practitioners are noted. (Author)

Questions (N=40) were tested for their ability to discriminate compatible roommates. A stepwise discriminant analysis selected 15 items for inclusion in a discriminant function that, when used to reclassify pairs, was 90 percent accurate. The question that contributed most to discriminating the groups was weekday bedtime. (Author)

A comparison of scores for northern Black students from urban environments and published scores for southern students on the Student Developmental Task Inventory reached significance on several subtasks. (Author)